Page 12 - BUKU SYNOPSIS

students' abilities to write an argumentative essay. In that case, the test instruction

should assist students in creating the argumentative text, and student's ability to

present assertions and pieces of evidence should be assessed. Concerning the

validity context, students must be rated against the generic structure and language

employed in the argumentative text. In the reliability, on the other hand, all raters

should apply the same criteria to score students' work.

Furthermore, GBA encourages students' critical thinking because they should

be able to apply writing elements based on the intended text type. According to

Bruce (2008), writing pedagogy using GBA should engage critical thinking

abilities since learners are encouraged to express their voices by using various

components of their discourse knowledge individually and innovatively. The

previous discussion indicates that GBA can be implemented either in the teaching

or assessment process to enhance students' awareness in constructing EFL texts to

meet a specific text's generic structure and language features on one particular text.

Many studies have been devoted to the effectiveness of GBA in learning

writing skills, especially in universities. For example, Nagao (2019), who

researched implementing the SFL genre-based approach in teaching EFL writing

with 27 first-year university students in Japan, revealed specific improvements in

the students' written texts, particularly among students with low English

proficiency. One of the benefits of implementing the genre-based approach model

in the study is students' understanding of using modal verbs as "interpersonal

meaning." Ahmad (2018) also found in his study the significant result of the GBA

in improving students' skills in writing a descriptive text. Students became more

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